Edward R. Murrow H.S. Social Studies Department Mr. Barge, Principal Global ICT

Global Semester I Homework PacketDirections

1. On the top of each homework assignment should have your: Name Homework number Band

2. The entire homework assignment must be securely attached together, or you will lose points on your assignment. Questions need to be written.

3. Answers should be written in complete sentences and in your own words.4. Every homework must be at least half of a page.5. For each multiple-choice question in your HW, write out the question AND ONLY THE CORRECT

ANSWER TO THIS QUESTION. You will lose points for not writing out all homework questions.

Point of ViewThe author’s role in

the event. For example: the

author’s level of wealth or race

Turning Pointa significant

event, idea, or historical event

that brings about change.

Intended AudienceThe people the

author created the source for

Historical Contextthe historical circumstances

surrounding this event/idea/historical

development.

Geographic Contextwhere this historical

development is taking place, and why it is taking

place there.

Biasa person’s support or opposition to

something

Similarities & Differences/ Compare & Contrast

Compare means to see the similarity (sameness) and contrast means to see

the difference (not the same)

Cause & Effectan event that leads to another event and/or a

result

ClaimTo state your position

(thesis or opinion).

******************************************************************************************Homework #1 Signed Course Requirements Slip + Folder 1. Bring in a signed (by a parent/guardian) copy of the classroom guidelines and a folder specifically for this class. ******************************************************************************************Homework #2 The Ottoman Empire1. Define (using the glossary in back): a. Suleiman b. Jannisary2. From the POINT OF VIEW of a Christian - were the Ottomans religiously tolerant or intolerant? Explain.3. How did the reign of the Ottoman Empire represent a TURNING POINT in history? Minimum 5 sentences.The Ottoman EmpireIn 1453, Mehmet II the Conqueror led the Ottoman Empire in capturing Constantinople, the capital of the Byzantium Empire. He turned Constantinople into the capital of the Ottoman Empire and renamed it Istanbul. For the next several hundred years the Ottoman Empire would be one of the largest and most powerful empires in the world. When Constantinople fell to the Ottoman Empire, a large number of scholars and artists fled to Italy. This helped to spark the European Renaissance. It also caused the European nations to begin to search for new trade routes to the Far East, beginning the Age of Exploration. Suleiman the Magnificent The Ottoman Empire reached its peak during the reign of Suleiman the Magnificent. He ruled from 1520 to 1566. During this time the empire expanded and included much of Eastern Europe including Greece and Hungary.Religion Religion played an important role in the Ottoman Empire. The Ottomans themselves were Muslims, however they did not force the peoples they conquered to convert. They allowed for Christians and Jews to worship without persecution. This kept the people they conquered from rebelling and allowed them to rule for so many years. TradeThe Ottoman Empire (1300–1918) was an important conduit of trade throughout its history because it straddled Europe and Asia, but its largest volume of trade was not international but domestic. The Ottoman Empire endured as long as it did because of its stable agrarian economy. Interesting Facts about the Ottoman Empire

The Sultan and his many wives lived in the Topkapi Palace in Istanbul. The Sultan would move to a different room in the palace every night because he was scared of being assassinated.

Suleiman the Magnificent was considered the earthly leader of all Muslims. He was called "The Lawgiver" by the Ottomans.

The Republic of Turkey was founded by revolutionary Kemal Ataturk. The elite battle troops of the Sultan were called Janissaries. These soldiers were selected from Christian families

at a young age. They were considered slaves but were treated well and paid a regular salary. The Tulip period was a time of peace when the arts flourished in the Ottoman Empire. Tulips were considered a

symbol of perfection and beauty.******************************************************************************************Homework #3 The Mughal Empire

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1. TEAL PARAGRAPH - Using the previous homework, this homework, and class readings – COMPARE and CONTRAST the rule of the Ottoman and Mughal Empires IN A TEAL PARAGRAPH.

T E A LTopic Sentence / Claim Evidence to support your

topic sentenceAnalyze your information

(Compare and Contrast)

Link your supporting evidence and analysis to

your topic sentence

The Mughal (or Mogul) Empire was founded by Babur in 1526. Under Akbar the Great, it grew considerably, and continued to grow until the end of Aurangzeb's rule. After Aurangzeb died in 1707, the empire started a slow and steady decline, although it maintained some power for another 150 years. They were finally defeated by the British Empire in 1857.ReligionThe Mughal Empire was Islamic, although many of the subjects of the Empire, up to and including very high-ranking members of the court, were Hindu. When Babur first founded the Empire, he did not emphasize his religion, but rather his Turkic heritage. (The name Mughal, seems to have been attached somewhere in the 19th Century. It is derived from Mongol, another piece of Babur's ancestry.) Under Akbar, the court dropped use of the jizya, the tax on non-Muslims, and dropped use of the lunar Muslim calendar in favor of a solar calendar, more useful for agriculture. Political EconomyThe Mughals used the mansabdar system to collect taxes from land owned by people. The emperor would grant revenue rights to a mansabdar in exchange for promises of soldiers in war-time. The greater the size of the land the emperor granted, the greater the number of soldiers the mansabdar had to promise. TradeMughals were trading a large variety of goods. The foods they were trading were rice, sugar, and oil, and materials were cotton and indigo. They were trading in Asia, but they used ships to carry them. The most important one was the textiles.****************************************************************************************Homework #4 Enlightenment1. Define: a. Enlightenment b. Philosophe c. Natural rights2. Examine the ideas of each of the three philosophes below and answer the following question in AT LEAST ONE PARAGRAPH (4-5 sentences): Of the four philosophes, whose POINT OF VIEW do you agree with most? Why? Explain in DETAIL!3. Multiple Choice

Beccaria – “Criminals are humans, like everyone else and have certain rights. Criminals should be punished according to the crime they committed and cruel and unusual punishment like torture should be abolished.”Mary Wollstonecraft - “Men and women must be educated in the same way in our society, because they both must live and make their way in the same society. Some say the female mind is weak. I believe the female mind must be strengthened through studies and education that equals males’ education.”John Locke – “Men are naturally good, free, equal and independent. We are all born with natural rights, like life, liberty and the right to property. If a bad government tries to take away our rights, humans are allowed to get rid of that bad government and start a better one.”

******************************************************************************************Homework #5 French Revolution

MC #11) Which individual suggested the idea that if a government fails to protect its people's natural rights of life, liberty, and property, the people have the right to overthrow it?

1. Thomas Hobbes2. John Locke3. Cesare Beccaria4. Mary Wollstonecraft

MC #2Many Enlightenment philosophers used reason to:1. reinforce traditional beliefs2. strengthen religious authority3. reveal natural laws4. encourage censorship

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1. Define: a. Estate b. First and Second Estates c. Third Estate d. Revolution2. Using the quote and the illustration below, in one paragraph, describe how the 1st and 2nd Estate treated the Third Estate.Based on the graph entitled “Selected Statistics about the Three Estates in France 1789,” answer the following questions:3. What percentage of income did a person in the Third Estate pay in taxes?4. Who paid higher taxes: The First Estate or the Third Estate? Explain your answer in detail, using the information on the graph.

Quote: “We peasants are so heavily taxed that we find it hard to even feed our families. We have to pay taxes to the nobles (2nd Estate) and we have to pay 10% of our hard-earned income to the church. Life is nearly impossible for us peasants!”

Selected Statistics about the Three Estates in France 1789

******************************************************************************************Homework #6 Aftermath of the French Revolution1. In your opinion, did the Third Estate get what they wanted from the French Revolution? (3 sentences)2. How did the Declaration of the Rights of Man and Citizen represent a TURNING POINT in French, if not, the world’s history? (5 sentences) 3. Multiple Choice

Declaration of the Rights of Man and CitizenArticle 1 – Men are born free and remain free and equal in rights.Article 4 – Liberty consists in doing anything that does not harm others. All members of society can enjoy this right.Article 6 – All citizens have the right to make laws. All citizens are equal in the eyes of the law and can have any job they wish to have.Article 11 – Any citizen can speak, write, and publish freely.

MC # 1 MC # 2

******************************************************************************************Homework #7 Reign of Napoleon1. Define: a. Reign

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2. Did the French people benefit from the rule of Napoleon Bonaparte? Explain this in a paragraph form (at least 6 sentences). In your response to this question, use the terms CAUSE and EFFECT when referring back to what France was like before Napoleon.3. Multiple Choice

The Napoleonic CodeNapoleon created a legal system called the Napoleonic Code. He did this by replacing many different legal systems all over France with ONE body of laws that applied to everyone. Here were some changes made by the Napoleonic Code:

Every French person was equal before the law. All men could vote. Tolerate all religions. The Code established the supremacy of the husband with respects to the wife and children Allowed divorce if both husband and wife agreed to it. A program of public works that included building canals, harbors and made roads better and

safer by improving their condition

In addition to the success of the Napoleonic Code, Napoleon was a powerful military leader who invaded and conquered most of Europe. However, his attempt to conquer Russia was prevented due to Russia’s large size, its brutal winters and the lack of preparedness on the part of Napoleon.

MC # 1 MC # 2

******************************************************************************************Homework #8 Congress of Vienna1. Define: a. Congress2. Describe the two reasons that led to Napoleon’s downfall.3. Explain the PURPOSE (Persuade, Inform or Entertain) for the Congress of Vienna in your own words.4. Multiple Choice

The Fall of NapoleonIn an effort to expand the French Empire, Napoleon invaded many of the countries around France. However, after a series of many defeats, Napoleon’s empire began to crumble. Inspired by nationalism (nationalism- love for one’s country), people across Europe revolted against the French. A final defeat at the battle of Waterloo, ended Napoleon’s reign, and he was to live the rest of his life in exile (as an outcast) where he would eventually die

The Congress of ViennaThe Congress of Vienna was an international conference that was called in order to remake Europe after the downfall of Napoleon. The rulers of Europe met to create a balance of power that would preserve peace. The meeting was held in Vienna, where the Austrian leader Metternich was ruler.

MC # 1 MC # 2

******************************************************************************************Homework #9 Colonial Latin America

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1. Define: a. Mother Country b. Peninsulares2. According to the reading below, describe the risky action that Simon Bolivar took to try and free his people.3. From the POINT OF VIEW of the people of South America - Should Bolivar be considered a hero or a villain? (At least 5 sentences) 4. Multiple Choice 1819: Simon Bolivar Crosses the Andes:In 1819, the War of Independence in Northern South America was locked in a stalemate. Venezuela was exhausted from a decade of war, and patriot and royalist warlords had fought each other to a standstill. Simón Bolívar, nicknamed “the Liberator”, came up with a brilliant yet seemingly suicidal plan: he would take his 2,000-man army, cross the mighty Andes, and attack the Spanish where they were least expecting it: in neighboring New Granada (Colombia), where a small Spanish army held the region unopposed. His epic crossing of the frozen Andes would prove to be the most genius of his many daring actions during the war.Crossing the Andes:Bolívar’s intentions became clear: the army, drenched, battered and hungry, would have to cross the frigid Andes Mountains. Some of his supporters deserted (left) him: José Antonio Páez, one of Bolívar's top commanders, tried to mutiny and eventually left with most of the cavalry. Bolívar's leadership held, however, because many of his captains swore they would follow him anywhere.Untold Suffering:The crossing was brutal. Some of Bolívar’s soldiers were barely-dressed Indians who quickly succumbed to exposure. They were fed raw meat. Before long, all of the horses and pack animals had been slaughtered for food. The wind whipped them, and hail and snow were frequent. By the time they crossed the pass and descended into New Granada, some 2,000 men and women had perished.What happened?The battle lasted only two hours: at least two hundred royalists were killed and another 1,600 were captured, including Barreiro and his senior officers. On the patriot side, there were only 13 killed and 53 wounded. It was a tremendous, one-sided victory for Bolívar who marched unopposed into Bogota. New Granada was free, and with money, weapons, and recruits, Venezuela soon followed, allowing Bolívar to eventually move south and attack Spanish forces in Ecuador and Peru. MC #1 MC #2

******************************************************************************************Homework #10 Industrial Revolution

1. Define: a. Industrialization b. Natural resource c. Urbanization2. According to the reading passage below “Factors Explaining Why England Became Industrialized”, how did England’s GEOGRAPHIC CONTEXT influence the start of the Industrial Revolution?3. Read the passage ON THE NEXT PAGE entitled “Working and Living Conditions of the Industrial Revolution” and answer the question: Based on this document, what was one negative effect of the Industrial Revolution?4. Multiple Choice ON THE NEXT PAGE

Factors Explaining Why England Became Industrialized

1. Natural Resources- England had many natural resources available such as coal, iron, wool, and cotton. 2. Rivers and Canals- England is an island nation and has many rivers and canals. These played a critical role in powering many of the factories and mills (water power). Also, boats could be used on the canals to move resources and goods from place to place.3. Railroads- were another very convenient way of moving goods and resources long distances across land. England was the first nation to create an advanced railroad system.4. Population- As a result of the Agricultural Revolution and the availability of more food, the English population grew very quickly. These workers performed the necessary labor in the factories and fields.

MC #1 MC #2

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Working and Living Conditions of the Industrial Revolution

******************************************************************************************Homework #11 Industrial Revolution 1. Using at least three of the factors below to back up your answer, in 1 TEAL paragraph on loose leaf paper, CLAIM whether or not you believe the Industrial Revolution was a TURNING POINT (a significant event, idea, or historical event that brings about change) or not. You must pick one side!

#1- A World DestroyedBefore the Industrial Revolution, most people were born, lived and died in the same place; among people they knew and saw one another every day. The community was strong because people helped each other get food and shelter. No one grew fat or starved alone #2 - Rapid UrbanizationAs factories sprang up, cities formed around them. Urban populations grew so quickly that proper housing could not be built for the newcomers seeking employment. Whole families lived in one or two tiny rooms. Multilevel tenements (small worker housing) were built so closely together that the area quickly became a slum. Open sewers bordered streets. Factory smoke polluted the air. Large towns were desperately unhealthy, with levels of death at a level not seen since the Black Death (plague). #3 - TransportationThe railways did just change the way goods were transported and the way people traveled about the country. Instead of traveling on mail coaches, people started to travel by train, which was not only cheaper but also faster. The new trains meant that for the first time, even poor people could travel long distances. #4 - Working Conditions: Such Slavery, Such CrueltySome of the bosses hired thousands of men, women, and children. In the cotton-spinning trade, these people work fourteen hours a day. They are kept locked up, summer and winter, in a heat of 80 to 84 degrees. The poor people have no cool room to retreat to. They do not have a moment to wipe off their sweat, nor a breath of air. # 5 - Commodities (Products)The new products that came about as a result of the industrial revolution were not luxuries, but necessities (goods needed to live). By the 1870's the cotton and woolens were purchased by the masses (lots-of people). Some of the products of the factories were sent overseas. In return they received sugar, grain, coffee, and tea. The coal from the mines, helped warm many homes and cook many meals.#6 - Economist Paul Samuelson: Some Benefits of Industrialization Benefits of the Industrial Revolution were good cooking, dry houses, dry feet, sewers, drain pipes, hot water, and electric lights. Benefits like automobiles, good roads, bright streets, long vacations away from familiar scenes, new ideas, fast horses, swift conversation, theaters, operas, and orchestras.

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Homework #12 Imperialism in India 1. Define: a. Sepoy b. Imperialism c. Colony2. Make a CLAIM- Do you think the rule of the English benefitted (was good for) or harmed (was bad for) the people of India? (minimum 5 sentences)3. Multiple Choice

Changes Made by the British Government in India1. English became the official language of India.2. Britain started taking India’s natural resources, using them for their factories and selling them overseas.3. Britain built railroads, schools, hospitals and roads in India.4. Britain trained and hired sepoys to control the Indian population.5. Britain violated Indian religion by making illegal certain Muslim and Hindu religious rituals.

MC #1 MC #2

******************************************************************************************Homework # 13 Imperialism in Africa 1. Using document 1, explain the GEOGRAPHIC CONTEXT that led to the historical development in the document. (3 sentences) NOTE: The shaded areas represent land controlled by the British Empire. 2. Using document 2, Explain the PURPOSE (Persuade, Inform or Entertain) of the author’s writing. (3 sentences)3. Identify and explain a CAUSE AND EFFECT relationship associated with the events, ideas, or historical developments in documents 1 and 2. Be sure to use evidence from both documents 1 and 2 in your response. (4 sentences)

Readings on this and next page.

Document #1 England

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Document #2

******************************************************************************************Homework #14 Imperialism in ChinaLook at the map on the right side. Answer the two questions below:1. Define: a. Sphere of influence b. Nationalism2. List the nations that had spheres of influence in China.3. Based on the reading passage below, from the POINT OF VIEW of the Chinese, how were they affected by imperialism? (min. 4 sentences)4. Multiple Choice

MC #1 MC #2

******************************************************************************************Homework #15 Westernization of Japan1. Based on Document A, what was the American president’s BIASED (a person’s support or opposition to something) goal by sending this letter to Japan? Explain how it is BIASED. 2. Based on Document B, what was ONE change that occurred in Asia as a result of the expansion of the Japanese empire?3. Based on Document C, what was one change that occurred in Japan as a result of American relations with Japan?

Readings on next page.

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“Attention all people in China – All the European Christians have tried to destroy our religions and our gods and have forced us to keep silent. The Chinese people and our gods are angry at them. We will be forced to practice violence in order to protect our country and kick out the foreigners. If you see a Christian church, burn it down. Do not disobey this notice!” – The Boxer Society, 1899

Document A: In 1853 the President of America sent a Navy Officer named Admiral Perry to Japan to deliver a “message”. “The United States and Japan are becoming every day closer to each other. The President wants to live in peace and friendship with Japan. The United States hopes that we and Japan can trade: we will pay money for your coal, food, and water. To show that we want to be friends with Japan, we brought only our small ships. If Japan refuses our offer and wants to be our enemy, our bigger ships will arrive very soon. If it’s necessary, I will send a much larger force to Japan in the spring.”

******************************************************************************************Homework #16 The Balkans/WWI 1. Define: a. militarism2. What were the BIAS reasons for the hostility between Austria-Hungary and Serbia?3. How did nationalism push Europe towards war?

 Austria-Hungary was a multi-ethnic empire, which included a good number of Slavs, and that put quite a strain on the empire. Serbia called for pan-Slavism, which meant they wanted all Slavs to be unified into one nation-state. This was a form of nationalism. This meant taking territory from Austria-Hungary, and Austria wasn't going to let that happen. 

******************************************************************************************Homework #17 Causes of World War I 1. Define: a. alliances (from image to the right)2. How would imperialism lead to war between European countries? Remember European countries are NOT taking over other European countries. They have colonies in places like Africa and India. 3. Looking at the chart, which one of the 5 CAUSES of WWI do you believe is the most understandable to go to war over? (Which would you agree with the most?) (min. 4 sentences)

Doc B Doc C

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******************************************************************************************Homework #18 World War I1. Define: a. Trench2. HISTORICAL CONTEXT question: How would no international peace organization OR economic competition lead to war? You only need to address one of the two causes. (minimum 3 sentences)3. Based on the document, explain the role of women during WWI. (Answer in at least 3 complete sentences.)

******************************************************************************************Homework #19 Treaty of Versailles1. Define: a. Stalemate b. reparations c. Treaty of Versailles d. armistice 2. Who is the INTENDED AUDIENCE of this cartoon?3. Identify Daniel Fitzpatrick’s PURPOSE (Persuade, Inform or Entertain) for creating this cartoon.

******************************************************************************************Homework #20 The Russian Revolution1. Describe 2 problems the Russian workers faced.2. Explain the PURPOSE (Persuade, Inform or Entertain) of their protest according to the document below. (minimum 3 sentences)3. Multiple Choice.We workers of St. Petersburg, our wives, children, and our parents have come to you, O Czar, for help and justice. We have stopped working and have told our bosses that we will not go back until our demands are met. We are not seen as human beings but are treated as slaves. We have put up with this for too long, and it has made our lives worse. It has come to the point where death is better than our lives. If you do not help us, we will die here on this soil. For us, there are two roads, one leads to freedom and happiness, the other to death. Point to either road, O Czar, and we will take it, even though it leads to death. Here are our demands:

1. Freedom of press, speech, and religion 2. Public education for all3. Equal treatment under the law for all 4. An 8-hour work day5. Higher pay 6. People should be allowed to vote for representatives in government

MC #1 MC #2

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NOTE: There are Essay HW Assignments that you will have to complete during the course of the semester

Glossary

Source: Daniel Fitzpatrick, St. Louis Post-Dispatch (American), October 19, 1930

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Women Working: Numbers at the start of WW1 Number at the end of WW1In factories 2.1 million 3 millionAt home 1.6 million 1.2 millionIn government 262,000 500,000

Armistice: A state of temporary peace between two warring powers to discuss terms of permanent peaceColony: A territory controlled by a Mother CountryCongress - A meeting of several representatives of governmentEnlightenment – A period in European history when several philosophers (thinkers) focused on using reason and rationalism instead of relying on traditional beliefsEstate – In France, before the French Revolution, a group or social class of peopleFirst and Second Estates – In France, before the French Revolution, the most powerful social classes. The First Estate was composed of church leaders and the Second Estate was composed of the nobility (rich landowning families).Imperialism: When a stronger, more powerful country takes over a weaker countryIndustrialization - the switch from creating things manually by hand to the mass production of goods in a factoryJannisary: a loyal supporter of the Sultan and member of the Ottoman army Militarism: policy of building up an army for the purposes of going to war.Mother Country: a strong country that controls colonies. The mother country usually exploits (takes advantage of) it’s colonies for economic gain.Nationalism: Love and pride for your country or ethnic groupNatural rights – Rights that are believed to be given to humans at birth and cannot be taken away by the government. These include the right to life, freedom and the right to own property.Natural resource – Raw materials that exist in the natural environment and are used by humans, including wood, animal populations, oil, metals, etcPeninsulares: the strongest social class in colonial Latin America. They are men who were born in Spain, but now rule in Latin America.Philosophe – French for philosopher, or thinkerReign – Period of rule, or powerReparations: Payments for injury, payments made by a country for war damagesRevolution – A big change in thinking or behavingSepoy: An Indian soldier employed by the British Indian armySphere of Influence: An area in which a country has a lot of economic and social powerStalemate: Deadlock, a situation where no progress can be madeSuleiman: the most powerful and longest-reigning Sultan of the Ottoman Empire Third Estate - the social class in pre-Revolution France containing 98% of the people while having no political power.Treaty of Versailles: The treaty that ended World War OneTrench: A long narrow hole dug in the ground for the purpose of warfare Urbanization – As a result of the Industrial Revolution, urbanization was a growth in the size of cities and the number of its inhabitants; it was usually accompanied by a growth in industrial pollution and cramped, unsanitary living conditions.

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